Manpower in Geography: an Updated Report, Publication No. 11, Revision of Publication No

DOCUMENT RESUME

ED 109 010 SO 008 433

AUTHOR Hart, John Fraser TITLE Manpower in Geography: An Updated Report, Publication No. 11, Revision of Publication No. 3. INSTITUTION Association of American Geographers, Washington, D.C. Commission on College Geography. SPONS AGENCY National Science Foundation, Washington, D.C. PUB DATE 72 NOTE, 47p.; For related document, see SO 008 431

EDRS PRICE MF-$0.76 HC-$1.95 PLUS POSTAGE

DESCRIPTORS ' . Doctoral Programs; *Educational Demand; *Eddcational Supply; *Educational Trends; Emp ment Opportunities; Enrollment Influence *Geography; *Geography Instruction; Graduate Stud Higher Education; National Surveys; Productivity; Trend Analysis; Undergraduate Study

ABSTRACT This/report supplements a 1966,report measuring trends in the production of geography graduates (see related document -SO 008 431). The statistical information in this report was collected from published sources and a questionnaire sent to geography department chairmen in 1971. The results of the questionnaire 'indicate a surplus of Ph.D. graduates in geography for the number of jobs available in the field. The number of degrees in geography at Sthe doctoral, master's, and baccalaureate levels is expected to double in the 1970s. College teaching remains the preemptive career choice of geographers, yet the surplus will encourage university administrators to hold down salaries, increase teaching loads, and defer tenure. Geographers formerly dependent upon college teaching jobs must develop alternative career opportunities. The ten largest geography departments granted over 50 percent of all doctoral degrees. The center of graduate activity is shifting to universities on the west coast. Urban geography, cultural geography, and economic geography are the most popular/topical specialities of contemporary graduate students. (Author/DE);

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COMMISSION ON COLLEGE GEOGRAPHY

PUBLICATION No. II Nyil /Toni

5 5 PI 04,, IN ,TF. ILL

ASSOCIATION OF AMERICAN GEOGRAPHERS

Washington. D. C. 20009

Supported by a grant from the ,Vatuntal Science Foundation

00002 -4 I f t 1 I 1 41

COMMISSION ON COLLEGE GEOGRAPHY PUBLICATIONS

For information write to John F. Lounsbury, Director Commission o,n College Geography Arizona State University Tempe, Arizona 85281

General Series

'9.Geography in Undergraduate Liberal Education, C.F. White, C.D. Harris, A.H. ,..Robinson, M.G. Wolman, A.C. Gerlach, 1965 2. A Basic Geographical LibraryA Selected and Annotated Book List for Ameri- can Colleges, M. Church, R.E. Huke, W. Zelinsky, 1966 3. Geographic ManpowerA Report on Manpower in American Geography, J.F. Hart, 1966 4. New Approaches in Introductory College Geography Couises, R.B. Mc Nee, A.E. Larimore, K.W. Rumage, L.P. Cummings, W.C. Calef, 1967 5. Introductory GeographyViewpoints and Themes, M.G. Marcus, D.B. Carter, R.Kate's-, R.B. Mc Nee, R.S. Thoman, E.J.; Taaffe, C.F. Kohn, H.H. Aschmann, W. Zelinsky, D.E. Meinig, N.S. Ginsburg, 1967 6. Undergraduate Major Programs in American Geography, J.F. Hart, R.E. Hulce, T.G. Gault, S.H. Ross, F.H. Thomas, J.W. Webb, 1968 7. A Survey CourseThe Energy and Mass Budget at tide Surface of the Earth, D.H. Miller,' 1968 8. A Systems Analytic Approach to Economic Geography, R. McDaniel, M.E. Eliot Hurst, 1968 9. A Geographical Bibliography for American College Libraries, a revision of No. 2 by G.R.. Lewthwaite, E.T. Price, Jr., H.A. Winters, 1970 10. Geography in the Two-Year Colleges, Panel on Geography in the TwoYear Colleges: J.M. Anderson, R.D. Dastyck, L.L. Hodgman, R.E. Lonsdale, C.S. Murton, Jr., S.H. Ross, K.W., Rumage, T.P. Templeton, 1970 11., Manpower in GeographyAn Updated Report, revision of No, 3, J.F, Hart, 1972

Out of print

Continued on inside back cover

00003 MANPOWER IN GEOGRAPHY An Updated Report

JOHN FRASER HART University of Minnesota Minneapolis, Minnesota 55455

by the ,

ASSOCIATION OF AMERICAN GEOGRAPHERS Commission on College Geography 1710 Sixteenth Street, N.W. Washington, D.C. 20009

PUBLICATION No, 11

Library of Congress Catalog Card Number 66-30774

Supported by a grant from the National Science Foundation

at ft Olt00004 ASSOCIATION OF AMERICAN GEOGRAPHERS

COMMISSION ON COLLEGE GEOGRAPHY MembershipAugust 1972

Dr. Harold A. Winters, Commission Chairman, Michigan State University Dr. John S. Adams, University of Minnesota Dr. Ian Burton, University of Toronto Mr. Richard D. Dastyck, Fullerton Junior College Dr. Paul W. English, University of Texas Dr. Gordon J. Fielding, University of California, Irvine Dr. J. Thomas Hastings (Education), University of Illinois Dr. Leslie J. King, McMaster University Dr. Richard E'. Lonsdale, University of Nebraska Dr. Ian R. Manners, Columbia University Dr. Marvin W. Mikesell, University of Chicago Dr. Harold M. Rose, University of WisconsinMilwaukee

Ex-Officio Members: President, Wilbur Zelinsky; Vice President, Julian Wolpert; Secretary, Harm J. deBlij; Treasurer, Donald A. Wise; Executive Director, J. Warren Nystrom

Dr. John F. Lounsbury, Project Director, Arizona State University, Tempe, Arizona 85281 Dr. Salvatore J. Natoli, Associate Director. Association of American Geographers

j, ;'IC iiii 1 00005 TABLE OF CONTENTS

Highlights . Introduction 1 Sources of Information_ 1 Trends and Projections 5 The Surplus of Ph.D.'s 8 Doctoral Departments 15 Masters Degrees 21 Career Preferences of Graduate Students 24 Teaching Jobs 26 Baccalaureates 30 Where Are The Women? 33 Appendices 35,36

LIST OF FIGURES

Figure Page

1. Baccalaureate Degrees, 1950-51 through 1969-70 6 2. Masters Degrees, 1950-51 through 1969.70 7 3, Doctorates, 1950-51 through 1969-70 8 4. The Ph.D. Surplus in Geography 10 5. Doctoral Degrees in Geography, 1965-1970,, by Institution,..., .. , 17 6. Doctorates Listed in 1970 AAG Directory, by Institution...... , . 20 7,. Masters Degrees in Geography, 1965-1970, by Institution 23 8. Baccalaureate Degrees in Geography, 1965-1970, by Institution 32

P',. ¶t On149°°°6 UST OF TABLES

Table Page

1. Doctorates Granted in 1969.70 4 2. Geography Degrees Awarded, 1950-51 to 1969-70, and

Projected to 1980.81 , 9 3. Estimated Needs for Geography Teachers and Production of Doctorates in Geography, 1960-80 11 4. Percentage of Respondents Who Answered "NO" to Three Questions

Related to the Surplus of Doctorates - - 13 5. Geography Degrees Conferred by Doctorate-GrantingInstitutions between 1 July 1965 and 30 June 1970 16 6. Crude Degree Imbalance Index, 1965-70 18 7. Doctorates Listed in the 1970 AAG Directory, by Granting Institution, Date Granted, and Median Age of Recipients 19 8. Doctorates Listed in the 1970 AAG Directory, by Date of Birth 21 9. Geography Departments Which Granted At Least 25 Masters Degrees, Or

At Least 5 to Women, 1965-1970 , , 22 10. First Career Choice of Graduate Students in Residence, Spring 1971, by

Degree Anticipated. ..,,,..... ,....,. ., , ..... ,...... , ., ,. 25 11. First Teaching Preference of Doctoral Students in Residence, 1971 ., , . 26 12. First and Second Choices of Topical Specialties by Graduate Students in Residence, 1971 - , 27 13. First Choice of Regional Specialty, by Gr iduate Students, 1971 27 14. Teaching Specialties of New Geography Department Faculty Members, Fall 1971, by Type of Department ' 28 15, Teaching Specialties Desired When Appointing New Geography Faculty Members, Fall 1972, by Type of Department 29 16. Geography Departments Which Granted More Than One Hundred Bac- calaureate Degrees, 1965.70 , 31 17. Percentage of June and August 1971 Baccalaureate Recipients Who Plan

Careers Specified, by Size of Department - 33 18. Departments Which Granted Women At Least Twenty-One Percent and At Least Ten of their Baccalaureate Degrees, 1965-1970 34

ii 41tootrr .

FOREWORD 1

I 'must begin with an apology: this report should have been prepared at least a year ago, but the time I needed for it was preempted by other activities, and I am distressed and apologetic that they have so long delayed its appearance. It would not have been completed even now without/the help and encouragement of many people, and I am deeply grateful to all of them: to John Lounsbury, Director of the Commission on College Geography, who encouraged me to prepare it and waited patiently while I did so; to Steve Pontius, who devoted an enormous amount of time to tabulating the graduate student questionnaires; to Dick Skaggs, who came to my rescue every time the computer started doing strange thingi, and was always ready to react to my ideas and to pour cold water on the really weird ones; to Pat Burwell, who drew the maps and graphs with her customary celerity and flair; to Arlette Lindbergh,who typed the text faster than I had any right to expect it; to Jackie Schroeder, who typed most of the tables; to Doug Caruso, who mailed the questionnaires; and to pirate Freeman's felicitous phrase, "wives of some authors are hot candidates for a stained'glass window." The report would have been impossible, of courses without the cooperation of chairmen, graduate students, and those much maligned and grossly overworked ladies, the departmental secretaries, who completed and returned the questionnaires; I am especially apologetic to them for my unconscionable delay in produc- ing the results.

JOHN FRASER HART

Minneapolis, Minnesota 23 September 1972

iii HIGHLIGHTS

1. Production of degrees in geography, at all three levels, began to skyrocket in the early 1960s when the postwarbaby hit the universities. 2., In the five years between 1 -July 1965 and 30 June 1970 a total of 39 geography departments granted 502 doctorates, 125 departments granted 2,582 masters degrees, and 304 departments granted 13,806 baccalaureate degrees. 3. The number of degrees in geography at all three levels is expected to double during the 1970s. 4. The carryover of anfanpower deficit from the 1960s eased the impact of the Ph.D. surplus in geography, and its full force will first be felt in the fall of 1973. 5. If college teaching remains the preemptive career choice of geographers, the surplus number of geography Ph.D.'s expected to be granted in 1980 will nearly equal the total number granted in 1968. 6. The Ph.D. surplus will encourage attempts by university administrators to hold down salaries, increase teaching loads, and defer tenure. 7. Geographers became too dependent upon college teaching jobs in the 1960s, and must begin to develop alternative career opportunities, with a positive attitude toward them, for new Ph.D.'s. 8. Quotas on degrees are undesirable, but smaller graduate departments should think about devoting all of their resources to undergraduate instruction and faculty research. 9. The ten largest geography departments at each level granted 52.5 percent of the doctorates, 23.7 percent of the masters degrees, and 17.2 percent of the baccalaureates. 10. The center of gravity of geography in the United States seems to be shifting from the Middle West toward the West Coast. 11. Large graduate and undergraduate programs can be offered in the same geography department; they are not mutually exclusive. 12. Masters degree programs in geography have been increasing at a more rapid rate than doctoral or baccalaureate programs. 13. The median age of geography Ph.D.'s in 1970 was 45 years; the median age at which they had received their doctorates was 33 years. 14. Thirty percent of the doctorates listed in the 1970 AAG Directory had been conferred within the preceding five years, and nearly ninety percent had been conferred snide the end of World War II. 15. Academic careers are the overwhelming choice of doctoral candidates in geography, and they disdain other forms of employment which many of them will be forced to accept 16. Urban geogiaphy, cultural geography, and economic geography are the most popular topical specialties of contemporary graduate students in geography: 17. Eleven percent of the contemporary doctoral candidates in geography claimed no interest in any region, and three-fifths had no major interest in any region outside the United States and Canada. 18. The largest numbers of new staff appointments in the early 1970s were in the urban/economic/quantitative "interest cluster," followed by physical geography, cultural/historical geography, cartography/remote sensing, and regional geography. 19. Only the highest degree it offers seems to be taken very seriously by a department. 20. Two-fifths of undergraduate geography majors expect to become school teachers, a quarter plan graduate work, a sixth desire employment in government agencies, and a tenth hope to work in private industry. 21. Between 1965 and 1970 only 4.2 percent of the doctorates in geography, 16..2 percent of the masters degrees, and 21.3 percent of the baccalaureate degrees were granted to women. 22. Higher educational institutions in California have done a better job of recruiting women into geography than those in other parts of the United States.

vi I4 104001.0 INTRODUCTION

Six years ago a report on geographic manpower was concerned about the shortage of people to fill available jobs.in This one was prepared on the eve of what threatens to be a job shortage_as bad as the hungry days of the 1950s, !whin even worse. The rapidity of change in the geographic job market might offer a faint ray of hope that some of the direst predictions in the present report will be proven incorrect, although itis only fair to say that the short-range forecasts in the previous report were surprisingly accurate. This report, like the previous one, is concerned primarily with new entrants into the profession, and it is largely quantitative. It is possible, for example, to arrive at a fairly accurate estimate of the number of geographers who have received certain academic degrees, or the number who profess interest in some branch of the subject, but the attainment of a degree or an expression of interest no more demonstrates competence than the lack of a degree, or of an expression of interest, demonstrates that competence is lacking. A head count of geographers can be useful, but qualitative evaluations still remain necessary. One of the most desirable yet difficult qualitative evaluations in contemporary geography would be a survey of the limitedumber of geographers who have achieved a record of sustained professional acti ity. These are the men who have published, and continue to publish. These are theIlfnenwho have demonstrated their readiness for the big jobs by doing the small jobs well. These are the men who willingly accept responsibility, who see that a job needs to be done and do it, without waiting to be asked or told: These are the men who can bc\counted on to deliver the goods, the men who are called on far too often for far'too many chores because far too few other geographers have striven to emulate the example they have set.

SOURCES OF INFORMATION

The statistical information inthis report was collected both from published sources and from the return to questionnaires circulated in the spring of 1971. Two questionnaire forms were used. A departmental questionnaire askeG each chairman to, indicate the career plans of students who would receive their baccalaureate degrees in 1971, the teaching specialties of new staff appointments made in 1971 and anticipated for 1972, and the surplus of Ph.D.'s (Appendix A). The graduate student questionnaire requested each graduate student in residence to indicate the highest degree to which he aspired, the year in which he expected to receive it, his choice of career, and his areas of professional specialization (Appendix B). The departmental questikinnaire was sent to the chairmen of 259 departments which listed undergraduate majors in the April 1970 edition of the Directory of College Geography.' Replies were received from i30 departments (50 percent), of which 26 were in two-year institutions. In addition, the departmental questionnaire was sent to the chairmen of all 127 departments listed in the Guide Graduate

' John Fraser Hart, Geographic Manpower' A Report on Manpower in American Geography Commission on College Geography Publication No. 3 (Washington: Association of American Geographers, 1966). 21.R. Schwendeman, Sr., and J.R. Schwendeman, Jr., eds., Directory of College Geography of the United States' Academic Year 1970-1971, Vol. 22 (Richmond, Ky.:, Geographical Studies and Research Center at Eastern Kentucky University, 1971).

I)4 Departments of Geography, 1970-71.3 These chairmen were also requested to have each graduate student in residence complete and return a copy of the graduate student questionnaire. Responses were received from 26 of the 51 (51 percent) departments in the United States which offer the doctorate, 30 of .0158 (52 percent) which offer a terminal masters degree, and 16 of the 18 (89 percent) graduate departments in Canada. A response rate of only fifty percent in the United States was disippointing, not because itis inadequate, but because of what it reveals about the department chairmen. Admittedly it is fashionable in certain quarters to scorn-questionnaires, but it does seem rather arrogant to refuse to respond to one which deals with a subject of such serious concern to many geographers at the present moment. The chairmen who failed to complete and return the questionnaire deserve castigation almost as much as the, author who has so long delayed the processing and publication of the results of the survey. In addition to the information obtained from the questionnaires, data on the number of degrees granted by individual geography departments was extracted from three published sources: the Guide to Graduate Departments of Geography, the Directory of College Geography, and Earned Degrees Conferred. Geographers may be sorely tempted to use the 'data in the Guide or the Directory, because both publications are well known and readily available, but their data must be considered suspect at very best, and they probably are less than useless for analyzing trends; Earned Degrees Cohferred is the best source. A volume entitled Earned Degrees Conferred has been published each year Since 1948-49 by the U. S. Office of Education. The annual volume is compiled from questionnaires returned by each institution of higher education in the /United States. It lists the total number of degreesgranted by the institution, and breaks down this total by fields of study; geography is classified as a separate field. Each volume shows the number of doctors, masters, and baccalaureate degrees granted by every geography department in the United States for the period beginning 1 July and ending 30 June of the following year. The inclusion of August degrees with those granted the following June is one of the awkward features of Earned Degrees Conferred, especially where advanced degrees are concerned; most of us feel that the academic year begins in September, and we think of June and August degrees as products of the same year, rather than separating them. A second awkward feature of Earned Degrees Conferred is its inclusion of an indeterminable number of education degrees under the geography rubric; some institutions, especially those which specialize in teacher training, report education degrees with a major in geography as degrees in geography rather than in education. A third awkward feature of Earned Degrees Conferred is the amount of time needed for its compilation and publication; compilation of the 1\970-71 data had not been completed at the end of August 1972, and their publication-was only a gleam in someone's eye.

'Guide to Graduate Departments of.eGeography in the United States and Canada 1970-1971(Washington: Association of American Geographers, 1970). 'Guide to Graduate Departments, op. cit., footnote 3; Directory of College Geography, op cit., footnote 2; and U. S. Department of Health, Education, and Welfare, Office of Education, National Center for EducationalStatistics, Earned Degrees Conferred: 1969-70,DHEW Publica- tion No. (OE) 72-2, Superintendent of Documents catalog number HE 5.254:54013-70-B (Washington: Government Printing Office, 1972). The section on manpower in Edward J. Taaffe, ed.,Geography(Englewood Cliffs, N.J.:, Prentice-Hall, 1970), pp. 106-14, was not te.eful.

2 Despite. its shortcomings, Earned Degrees' Conferred is the most accurate in- dicator of degrees granted in geography in the United States. There is no overlap' from one year to the next, because the data in each volume are restricted to a specific time period, I`July to 30 June of the following year. The data for all thee degree levels ...re comparable from year to year, they extend back nearly a qttakter of a ...entury, and they provide the base for official estimates of future trArds:Ihey are collected by the U: S. Office of Education from institutions which have con- siflerable interest in being as cooperative with OE as possible. They arc compiled at . tho institutional level by the administratiye official who is paid to keeaccurate records, one who appreciates their importance, and one who has nothing to gain by inflating or deflating the figures for individual departments. Both the Guide and the Directory are weak in the very areas where Earned Degrees Conferred is strong. The successive annual editions of each 'one contain elements of overlap and double counting, because their time periods .ate not pre-,. cise: ,the Guide for1970-71, for example, shows graduate degrees granted in "1969-70,7 and each issue of the Directory lists advanced degrees granted during "the preceding calendar year:" Neither attempts to include data on first degrees, although the Directory does, make an effort to list the number of undergraduate major students in each\ department. Both the Guide and the Directory are based on data pnivided by dep. +ment chairmen or their representatives, but both are incomplete, because some graduate departments elect not to advertise in the Guide, and some chairmen do not deign to return Dirgctory questionnaires. Furthermore, it appears that some departments keep more accurate records than others, and, Some chairmen cannot resist the temptation to make their departments look pod by doing a bit of fudging with the figures. Some of the pitfalls, in putting the data to uses for which they were :lever intended can be illustrated by examination of the number of doctoral degrees listed in Earned Degrees Conferied, the Gidde, and the Directory for time periods as nearly comparable as possible (Table!). Earned Degrees Conferred says that 33 geography departments granted 145 Ph.D.'s between 1 July 1969 and 30'.1une 1970, the Guide says that 34 departments granted 165 degrees in 1969-7C and the Directory says that 27 departments granted 126 degrees in calendar 1970. The mean numbers of doctorates per department (4.85, 4.40, and 4.66, respectively) indicate that chairmen are biased toward overstatement, a quarter of a doctorate in the Directory and nearly half a doctorate in the Guide. Some, perhaps much, of the discrepancy might be explained by the difference in the number of doctorates granted in August 1969 and August 1970, a difference which might total ten doctorates or more if we are correct in assuming that half of . all doctorates are granted in August rather than in June, add that the number of doctorates granted was rising at a ,rate of about twenty per year. The data for 1969-70 in Earned Degrees Conferred clearly include only doctorates granted in August 1969, the 1970 data in the Directory presumably include only those granted' in August 1970, and the 1969-70 data in the Guide conceivably could include both. Students of geographic manpower would'be enormously grateful if the guide could be more precise in stipulating a time period for its data, although such an improvement would be of scant value unless department chairmen could be encc 'raged to become more scrupulous in keeping their records and more cooperative in reporting them. The usefulness of data in the Directory, for example, is so vitiated by the noncooperation of ten doctoral departments and at least a dozen terminal masters departments that its data not used hereafter in this report.

3 ,

P14 "liiinne-i TABLE 1 titieTORATES GRANTED IN 1969-70

Institution E.D.C.a Guideb Directoryc

University of "alifornia, Berkeley 1 5 10 5 University ol Jahfomia, Los Ar-:e1es 13 14 15 University of Colorado I 2 University of Denver 1 I 1 University of Florida 3 5 4

University of Georgia 3 3 3 Northwestern University 1 3 2 University of Chicago 8 7 7 University of Illinois 4 4 2 Southern Illinois University 0 0 1

In4iapd University 3 4 6 University of Iowa 4 4 5 University of Kansas 3 2 Louisiana State University 8 7 Johns Hopkins University 5 8

C\ iiiversity of Maryland" 0 1 Bo onUnwersity 3 3 3 k University 2 2 '. higan.State University 9 12 10 ....--'University °Michigan 6 7 , . niversity of Minnesota 9 / 7 9 University of Southern Mississippi 1 2 University of Nebraska .5 4 4 Columbia Univeriity 5 4 4 Syracuse University 4 4 . 3

University oT-North Carolina 1 4 Ohio State University 5 6 4 University of Cincinnati 1 2 1 University of Oklahoma 5 3 6 Oregon State University 0 1 I

University of Oregon - 4 6 6 1 Pennsylvania State University 2 3 University of Pittsburgh / 1 2 2 University of Texas 0 0 1 University of Tennessee 4 4 3

University of Washington 1 1 I I 16 Ilniversity,of Wisconsin 5 5

Total 145 165 126 aDegrees granted between 1Jul/ 1969 and 30 June 1970, as listed in Earned Degrees Conferred, op. cit., footnote4. bDegrees granted in 1969-70, as indicated in the Guide to Graduate Departments of Geography, op. cit., footnote 3. , .1 v Degrees granted in calender year 1970, as indicated in the Directory of College Geography, op. cit., footnote 2.

Large discrepancies in the numbers of 1969.70 masters degrees reported in Earned .Degrees Conferred and intheGuideshow why the data in theGuidehave also been ruled out. The total numbers are deceptive]similar, but only because the differences balance eachotherout.Earned Degre s Conferredshows that 106 departments granted 637 degrees, and the Guide shows that 109 departments granted 632, but each lists departments which are not in the other.Earned Degrees

4 .

pi 11t9(1°114 Conferredhas 13 departments and 62 degrees which are not in theGuide,and the Guidehas 16 departments and 39 degrees which are notin Earned Degrees Con- ferred.The adjusted totals for the 93 departments on both lists are still fairly close, 575 degrees inEarned Degrees Conferredand 593 in theGuide,but both totals include California State College, Los Angeles, which shows 60 masters degrees in theGuidebut only one inEarned Degrees Conferred. Los Angeles State is the extreme (an obvious error), abut 72 of the other 92 joint-listed departments also had different figures on the two lists. The differences have a statistically normal distribution around a mean slightly above zero, which indicates that theGuide isnot biased toward overreporting, as one might have suspected, but the sum of the differences for the 92 departments is a hefty 164 masters degrees, and it mounts to a whopping 317 degrees if one includes all masters departments on both lists. The magnitude of the differences is so great that the two lists should not be used interchangeably, and thus the remainder of this report is restricted toEarned Degrees Conferred asa source of degree data.

TRENDS AND PROJECTIONS

The data inEarned Degrees Conferredprovide the basis for estimates of the number of baccalaureate, masters, and doctors degrees which will be granted in broad subject area categories during the forthcoming decade; these estimates are published inProjections of Educational Statistics to 1980-81.5Although geography is included in a broad social sciences category, along with anthropology, economics, history, international relations, political science, public administration, and sociol- ogy, the number of degrees granted in geography over the past two decades has had an eerily close relationship with the total number of social science -Iran ed, at allthreedegree levels, baccalaureate, masters, and doctorate gs. 1-3). The coefficients of correlation between the number of grees granted in the \, social sciences and in geography each yer.' for the perio i of 1950-51 through 1969-70 are 0.99 for baccalaureates, 0.985 for masterst egrees, and 0.95 for doctorates. There is no reason to suppose that such close rqiationships will persist over the next decade, of course, but neither is there any reason to supposethat they will not. If we assume that they will persist, we can apply the regression equations to the estimates of social sciences degrees inProjections of Educational Statisticsin order to estimate the number of geography degrees which will be granted each year through 1980.81. If we let Y represent the estimate of social sciences degrees which will be granted in a given year, and X represent the number of geography degrees which will be given in thesameyear, we can derive estimates of future geography degrees by inserting the appropriate values of Y in the follow-, ing formulae: Baccalaureate degrees: X =0.025Y343 (Fig. 1) . Masters degrees: X =0.030 Y+ 37°(Fig. 2) Doctorates: X =0.032 Y+ 12(Fig. 3) After stuttering around for most of the 1950s, production of degrees in geography and the social sciences began to move into high gear around 1960, when the

5 U.S. Department of Health, Education, and Welfare, Office of Education, National Center for Educational Statistics,Projections of Educational Statistics to 1980-81,DHEW Publication No. (OE) 72-99, Superintendent of Documents catalog number HE 5.210:10030-71 (Washing- ton: Government Printing Office, 1972).

5 t: 'ti000015 Geography (thousands) 4

. 1

e ( i 50 100 150 Soctal Sciences (thousands)

Fig. 1.Baccalaureate Degrees, 1950-51 through 1969.70'

postwar baby boom hit the universities, and it hos skyrocketed ever since (Table 2; Figs. 14). The numbers of doctorates and masters degrees in 1969.70 were almost, identical with the numbers of degrees at the next lower level only fifteen years previously, 145 doctorates in 1969.70 and 141 masters degrees in 1954.55, 637 masters degrees in 1969.70 and 651 baccalaureate degrees in 1954.55; projections to 1984 are just as mind-boggling as they are improper. The number of baccalaureate degrees in geography was four times as great in 1969-70 as in 1960.61, the

6 it-14 t 4 t4 li)0016 Geography 600

400

200 .

5 10 15 20 Social Scoences (thousands)

Fig. 2. Masters Degrees, 1950-51 through 1969.70

number of masters degrees was up 3.3 times, and doctorates were up 2.9 times. And the ft:n has t begun, if our estimates are even close to the mark; the number of geography degrees at all three levels will double in the 1970s. By 1980 people with doctorates and masters degrees will be pouring off the geographic assembly line at six times the annual rate of 1960, and nearly eight times as many people with baccalaureate degrees in geography will be turned out into the cold cruel world each year. What are all these people going to do for a living? As an exact science, estimating total future needs for geographers is about on a par with estimating the incidence of adultery in American society, but perhaps an educated guess of the number of new doctorates needed to fill college teaching positions each year can be made by using the same procedure that was used in Geographic Manpower.6 This procedure assumes that three relationships of the early 1960s will persist through the 1970s: 1) the need for new full-time college geography teachers will remain 0.0022 percent of the total degree-credit fall enrollment in all institutions of higher education; 2) twenty-three percent of all new full-time college geography teachers will have doctorates; and 3) thirty-five percent of those who receive doctorates will begin teaching for the first time (Table 3). Although this procedure results in little better than a set of educated guesses, its estimate of 198 jobs for the fall of 1972 is only slightly higher than the total of 184 which Pontius derived independently from a careful survey of jobs which were actually advertised." . 4 Hart, op. cit., footnote 1, pp. 6-7. 'Steven K. Pontius arrived at this total by tabulating all entries inJobs in Geographyand all job announcements received by the Geography Department at the University of Minnesota during the academic year 1971-72.

7 .f.11140100017 Geography 150r

100

1 i i 1 2 3 4 Social Sclencts (thousands)

Fig. 3. Doctorates, 1950-51 through 1969-70

The results indicate that a serious shortage of Ph.D.'s in geograph) bOttomed out in 1966, and did not end until 1969 (Table 3; Fig. 4). If all of the deficits of the 1960s are totalled and treated as a carryover that had to be erased by subsequent surpluses, however, the shortage of Ph.D.'s in geography was not actually alleviated until 1972, and the class of 1973 is going to be the first that is really going to feel the manpower crunch. The crunch is going to worsen steadily through the middle and late 1970s, and the anticipated surplus of Ph.D.'s in geography which will be granted in 1980 will nearly equal the total number granted in 1968. Such a predic- tion would be truly frightening if it were not based on the assumption that college teaching will remain the preemptive career choice of all those who receive Ph.D.'s in geography, but such an assumption clearly is unnecessary.

THE SURPLUS OF PH.D.'S

In recent years the popular prints have been full of scare stories about the national surplus of people with Ph.D.'s Most of these stories, when one scrutinizes / 8

41r4 (. -, TABLE 2, GEOGRAPHY DEGREES AWARDED, 1950-51 to 1969.70, AND PROJECTED TO 1980-81

Year Baccalauretea Mastersb Doctorsc 1950-51 703 226 48 1951-52 669 194 37 1952-53 647 185 39 1953-54 708 177 51 1954-55 626 141 48

1955-56 651 161 46 1956-57 699 182 47 1957-58 849 184 56 195 &59 903 181 51 1959-60 973 206 68.

1960-61 939 193 50 1961-62 1067 242 58 1962-63 1122 274 61 196?64 1296 310 67 1964-65 1597 355 70 1965-66 1934 370 58 1966-67 2163 463 79 1967-68 2624 549 96 1968-69 3338 563 124 1969-70 3747 637 145 Projected

1970-71 3807 652 139 1971-72 4120 697 149 1972-73 4493 751 157 1973-74 4761 806 164 1974-75 5140 868 182

1975-76 5527 917 197 1976-77 5915 975 202 1977-78 6322 1029 233 1978-79 6731 1061 247 1979-80 7035 1132 265

1980-81 7309 1183 284

aProjected by X = 0.025 Y343 where X represents degrees in geography and Y represents degrees in social science. bProjected by X = 0.030 Y + 37 where X represents degrees in geography and Y represents degrees in social sciencc. cProjected by X = 0.032 Y + 12 where X represents degrees in geography and Y represents degrees in social science. Source: Actual data fromEarned Degrees Conferred,op. cit., footnote 4; projected data based on estimates inProjections of Educational Statistics to 1980-81.,op. cit., footnote 5.

them carefully, turn out to be just that stories. Each of us has,,heard about the academic position for which hundreds of qualified people have applied, but it has always been in another discipline, and at an institution far away, too far for anyone to take the trouble to check. Things are tough, to be sure, but they Have been tough before., Presumably a man with an aching tooth finds small comfori\ in the knowledge that other teeth have also been known to ache, but this isnotIthe first time that the job market for new Ph.D.'s has been tight; just ask any geographer who finished his graduate work in the mid 50s, or any geologist who began job-hunting

9 // Ph. D. surplus/. 250 t , Ph. D 's 200 New teachers needed / Of 150

100

Ph. D. deficit

1951 1961 1971 1981 Fig. 4. The Ph. D. Surplus in Geography for the first time when the major oil companies were cutting back on their expenditures for exploration. The current "crisis" has been widely publicized not so much becauseis novel as because it has affected such pampered disciplines, of such high visibility, and so many of them simultanpously. Practitioners of mathematics, physics, chemistry, and engineering, for example, have been cosseted by our nation ever since the atomic bomb, but especially since sputnik, and too many of them have taken lavish expenditures of Federal funds as only a fitting tribute to their superior qualities. Furthermore, they have learned well the techniques of informing the nation of their importance; a hundred unemployed English teachers may be a bore, but a hundred unemployed scientists is a national disaster, and hundrOs of scientists were unemployed by the government cutbacks of 1.968. The knife eut universities both direct- ly, by reductions in contract research and fellowship programs, and indirectly, through cutbacks in defense and aerospace spending, which suddenly threw highly trained non-university people onto the university job market. The predicament of the universities probably is going to get even worse before it begs to get better. On July 23, 1972, the New York Times reported an estimate that ,half a million vacancies in a total of eight million college seats available for the fall of 1972 would aggravate a financial situation which is already serious. Many institutions presumably will try to cut costs by reducing their faculties for the fall

10 N PtilD020 ,TABLE 3. ESTIMATED NEEDS FOR GEOGRAPHY TEACHERS AND PRODUCTION OF DOCTORATES IN GEOGRAPHY, 1960-1980

Dgctorate Production Surplus New Geography Production of . or Year Teachers Neededa Requiredb Doctoratesc Deficit

1960 79 51 68 +17 1961 85 57 50 7 1962 92 60 58 2 1963 99 66 61 5 1964 109 71 67 4

1965 122 80 70 10 1966 130 86 58 28 1967 141 91 79 12 1968 152 100 96 4 1969 164 108 124 +16

1970 174 114 145 +31 1971 ISS 123 139 +16 1972 198 131 149 +18 1973 208 137 157 +20 1974'. 218 143 164. +21

1975 230 151 182 +31 1976 240 157 197 +40 1977 251 165 202 +37 1978 256 168 233 +65 1979 262 171 247 +76

1980 265 . 174 265 +91

aBased on the assumption that the need for new full-time college teachers of geography will remain 0.0022 percent of total degree-credit fall enrollment in all institutions of higher education,as given in Projections of Educational Statistics to 1980-81, op. cit., footnote 5. bCalculated on the assumptions that twenty-three percent of new full-time geography teachers will have their doctorates, and that approximately thirty-five percent of those who receive their doctorates will start teaching for the first time. cAs estimated in Table 2.

of 1973, which would decrease employment opportunities for new PILD:s. Only five weeks earlier the rame newspaper had reported a warning from the Carnegie Commission on Higher Education: the rate of increase in total national expenditures for higher education must be trimmed by approximately twenty percent. The Commission suggested that this could be achieved by reducing the length of the normal undergraduate program to three years, by reducing the number of "reluctant students," by declaring a moratorium on new Ph.D. programs, and by increasing faculty teaching loads by about three hours a week. Another. national trend which probably bodes no good for geography or for other small disciplines is the atomization of enrollment in the first two years of college, because this could preclude contact with and recruitment of prospective major students in introductory classrooms. Two-year community colleges, the keen cutting growth edge (.-f higher education in the United States, opened at a rate of approximately one a week in the late 1960s. Their enrollment grew from about 600,000 in 1960 to two million in 1970, and is expected to double to four million by 1980. Few of them offer enough geography courses to justify the employment of a full-time person, and typically these courses are taught by whatever faculty member is available. Graduates of the two-year institutions, who have already elected a major, probably will bypass four-year geography departments which depend for their advanced enrollment on students recruited from their introductory classrooms by superior teaching. Where will we recruit geography majors if students take their first two years at institutions which offer little or no geography, and arrive on our campuses with their majors already declared? Although the national picture looks remarkably bleak, and all signs seem to be pointing toward an awfully tough year in 1973, thus far the current academic recession has not hurt geography nearly as much as it has hurt some other disciplines. For example, we have not suffered too severely from the drying up of funding sources because we never had much access to them inthefirst place. Many geographers clearly have been rather less than aggressive in going after the funds that have been available, and some undoubtedly were startled to find expenditure of funds used as a primary measure of research activity in geography.8 Perhaps the bad fortune that we bemoaned in good times may have been good fortune when times turned bad. At the institutional level-many geography departments have felt a ricochet effect of the academic recession because of restrictions on staff additions and replace- ments. Many administrators, faced with the necessity of trimming departments which suddenly are overstaffed because of cutbacks in external funding, and luxu- riating in the discovery that hitherto unavailable engineers and physicists have become a dime a dozen, have teen unable or unwilling to believe that geography could be all that different, that good geographers are still hard to find, or that geography departments could be understaffed, and legitimate requests for new staff members have been viewed with considerable suspicion or even rejected. Geography had not been afflicted by any severe surplus of Ph.D.'s as late as the spring of 1971, if chairmen are to be believed, because a third of those who responded to the departmental questionnaire said that the number of applicants with doctorates had not increased, and some of those who said the contrary quite clearly were speaking on the basis of what they had read or heard rather than on their own hiring experience (Table 4). One chairman commented that "more people are available, but most of them are already employed and just seeking a change or a better job." The strongest affirmative response came from the terminal masters departments, which presumably would have been first to feel the spillover if the number of qualified applicants had exceeded the number of jobs available in the more prestigious doctoral departments. Tightening up in demanding that new appointees have the doctorate appears to be a time-lag function of availability, although some doctoral department chairmen protested too much that they have always required the doctorate, and that their standards have not changed. "Have you stopped beating your wife?," huffed one irritated chairman, whose faculty of fourteen includes four people without doctorates! The question concerning the nonresearch doctorate is a relic of the Ph.D. surplus (Table 4). Once upon a time, when new Ph.D.'s were happy to get a job, any job, they taught what they were told to teach, which was mainly the basic, bread- and-butter, introductory courses, although perhaps, if they were good little assis- tant professors, they night be given a chance to teach an advanced course in their

Taaffe, op. cit., footnote 4, pp. 114-17.

1 100922 TABLE 4. PERCENTAGE OF RESPONDENTS WHO ANSWERED "NO" TO THREE QUESTIONS RELATED TO THE SURPLUS OF DOCTORATES

(1) Are more applicants with doctorates available in 1971? (2) Have you tightened up in requiring the doctorate for new appointments in1971? (3) Would you appoint an applicant with a nonresearch doctorate?

Type of department Question

(1) (2) (3)

All departments 32 49 45

Doctoral 32 55 61 Terminal masters 24 37 50 Undergraduate 35 47 35 Two-year 29 84 24 Canadian 38 44 81

research specialty every now and then. When Ph.D.'s became scarce, however, and chairmen had to start asking their new men what they wanted to teach instead of telling them what were going to teach, young instructors arrogantly disdained to teach any courses outside their specialized areas of interest. Although many institutions and departments were forced by the job market to pander to this kind of arrogance, they began to demand a new kind of degree, a non-research doctorate or Doctor of Arts, whose recipients would expect to teach, and would not consider it beneath their dignity. The Idea of a non-research doctorate, in short, was a product of the shortage of Ph.D.'s, and seems to have died with it. Departmental attitudes toward hiring a person with a non-research doctorate are closely tied to status levels (Table 4). Most doctoral and masters departments reject the idea out of hand, and even those which are not completely negative wouldaccept such a person only in special fields such as cartography, graphics, or geographic education, which some departments apparently do not consider legitimateareasof geographic research. Conversely, many undergraduate and two-year departments would prefer a person with a non-research doctorate, because they seem to have accepted the widespread myth that good teaching can be divorced from good research. Research and teaching are inseparable aspects of the process of tightly disciplined curiosity and communication which is known as scholarship. A true scholar combines an abiding curiosity with a burning urge to communicate the knowledge he has gained, whether to a narrow circle of listeners or to the wider audience made available by the printed page. Just as research without publication a form 9.f teaching is not research, so teaching without research is mockery, the mere transmission of second-hand Ideas and knowledge which lacks immediacy and excitement. Teaching has been the customary vocation of professional geographers. Only six years ago most were complacently dependent upon college teaching jobs, and it would have been "foolish to try to develop new jobs for geographers when there are already too few to fill existing positions."9 Teaching is not the only activity for which geographers are qualified, however, and the bleakness of the job picture can

'Hart. op. cit.; footnote 1, p. 3

13 t 1100023 be greatly alleviated by consideration of alternative employment opportunities.' ° These opportunities are not going to open up automatically, however; they must be developed, and their development is going to demand large expenditures of time and energy by large numbers of geographers. We cannot expect some nebulous "them" to do the work for us; it is a do-it-yourself job, and the future prosperity of geography will depend in large measure on how well each individual geographer does it. A change of attitude will be necessary. Too many academic geographers have taken no pains to conceal their contempt for nonacademic employment, and this attitude has been resented, strangely enough, by potential nonacademic employers. As a starter, these snooty fellows might begin to try to mend their fences and build bridges with their colleagues in Federal agencies. Two decades ago the geographic communities of Washington and Academe were linked by ties of professional respect and personal friendship which had been forged by men working side by side during World War 11, but younger geographers began turning their backs on Wash- ington. Today the academic ties of many geographers in Federal employment are mainly with their friends from graduate school, and vice versa. Such a situation would be embarrassing at any time, but it is intolerable today; ties between academic and government geographers should be broader and stronger, and the initia- tive must come from Academe. The future is bleak indeed if academic geographers cannot establish and maintain good relationships with their professional peers in Washington. The future is also bleak for many geographers who wish careers in the academic world, unless they can change their attitudes; the days of the amateur have ended, and only tough professionals are going to succeed. The job market of the 1960s, which virtually guaranteed a college teaching job to anyone with an advanced degree in geography, gave many young people an inflated notion of their abilities and importance, and encouraged drifting. Too many students drifted into graduate school, they were tempted (and permitted) to drift through, and they drifted into good jobs where they happily busied themselves doing unimportant things while their talents and training became atrophied through lack of use. The job market of the future is going to weed out the drifters and the non- producers, if the experience of the past has any meaning. Academic jobs will continue to be available, but the competition for them will be much tougher, and young people will have less chance to dictate their terms of employment. Many of them will have to accept initial appointments below their levels of aspiration, and they will receive offers of better jobs only when they have demonstrated their scholarly capabilities, often at considerable personal sacrifice. This might not be a completely unmitigated disaster, because the experience of geography suggests that a leading graduate department is the worst possible,place for a bright young man to attempt to begin a successful career as a productive scholar. The job offer in early fall, a product of the Ph.D. shortage, probably will become less common; the practice was initiated by some of tie less competitive institutions, which began to make early offers and demand Immediate acceptance in order to

' °Preston E. James and Lorrin Kennamer, eds., Geography As A Professional Field, Depart- ment of Health, Education, and Welfare, Office of Education Bulletin1966, No. 10 (0E-26015), Superintendent of Documents catalog number FS 5.266:26015 (Washington:. Government Printing Office, 1966). Revised and reprinted by the Associatidn of American Geographers and the National Council for Geographic Education, 1969.

14 r.,I;itt 100024 secure the staff they needed. The spring meetings will probably regain their former role as a hiring fair, and advisors will have to become more active in selling their students to prospective employers, at the meetings and elsewhere. "Publish or perish," which was reduced to little more than a myth by the job market of the 1960s, may once again become a fact of academic life, and the tenure decision may become meaningful, and traumatic, rather than a mere formality. (On 16 Septem- ber 1972 the New Yorknimes reported that, the state's Chancellor of Higher has proposed limiting tenure to a maximum of 60 percent of a college's faculty.) Quotas on degrees have been suggested as one possible solution to the Ph.D. surplus, but quotas appear undesirable even if anyone or any group were wise enough to set them and powerful enough to enforce them. Perhaps a moratorium on new advanced degree programs could be considered a kind of quota, but decisions about advanced degree programs will be made by institutions rather than by the profession, and as a general rule institutions tend to encourage the development of advanced degree programs because they are prestigious. More than one advanced degree program has been initiated because of institutional pressures, and against the better judgment of at least some of the faculty members involved. Once a graduate department has been established, however, it becomes as im- mutable as a cemetery or a curriculum. It resents, and is impervious to, any attempt by an outside group, such as a professional association, to control it, which probably is as it should be; a farsighted department ought to be able to trim its own sails without external advice and assistance, and some have already started doing jus. that. Even if quotas would be accepted, however, the attempt to set them would pose some difficult and probably unanswerable questions: Should a bright young department be prevented from offering the doctorate because the old fuddy-duddy departments think they are already meeting the demand? Should a mature and experienced department be required to cut back its graduate program so that a second-rate faculty in a second-rate institution can enjoy the ego trip of giving second-rate doctorates to second-rate candidates? And how many doctorates should a mature and experienced department give up in order to let a bright young department get started?

DOCTORAL DEPARTMENTS

The Guide to Graduate Departments of Geography for 1970.1971 indicates that 51 geography departments were authorized to offer Ph.D. degrees, but only 39 exercised the right of conferring one or more betvfcen 1 July 1965 and 30 June 1970 (Table 5, Fig. 5). in the five-year period the39 departments granted 502 doctorates, of which 21 (4.2 percent) went to women. The average department granted 12.9 degrees, or two to three a year. The West Coast seemed to be creeping ,up on the Middle West in total number of doctorates granted; three of the five largest doctoral departments, which granted 102 degrees (20.6 percent), were on the-West Coast, but six of the ten largest (139 degrees, 27.7 percent) were in the Middle West. UCLA and Michigan State were the bellwether departments in individual growth. between 1960-65 and 1965.70, but most departments granted so few- doctorates that the majority of changes probably can be dismissed as mere quirks of statistics. The doctoral departments also conferred significant numbers of first and second degrees. The ten largest doctoral departments alone awarded half of all the doctor-

15 4m1111023 TABLE 5. GEOGRAPHY DEGREES CONFERREDBY DOCTORATEGRANTING INSTITUTIONS-BETWEEN1 JULY 1965 and 30 JUNE 1970

Institution Doctorate Masters Baccalaureate University of California, Los Angeles 44 81 339 University of Washington 33 35 247 Michigan State University 29 69 120 University of Wisconsin, Madison 27 67 168 University of California, Berkeley 26 58 143

Louisiana State University 23 19 38 University of Chicago 22 39 12 University of Minnesota 21 55 188 Indiana U rsity 20 54 59 University of lo 20 19 47

Clark University 9 36 57 Columbia University 8 20 25 University of Michigan 6 41 67 University of Florida 5 18 37 Oluo State University 5 23 68 University of Illinois, Urbana 4 48 63 University of Kansas 4 24 73 Johns Hopkins University 4 4 5 University of Nebraska, Lincoln 2 25 28 Pennsylvania State University 2 62 41

Northwestern University fi 30 7 University of North Carolina, Chapel Hill 18 41 Syracuse University 9 34 91 University of Oregon 9 20 65 University of Pittsburgh 8 12 77

University of Georgia 6 24 157 University of Tennessee 6 25 27 Boston University 5 4 43 University of Oklahoma 5 57 49 University of Colorado 3 37 V.

Yale University 3 0 0 University of Cincinnati 3 26 46 George Washington University 3 7 37 S. Illinois University, Carbondale 2 lA 129 University of Denver 1 10 36

University of Maryland 1 16 118 University of S. Mississippi 1 5 64 University of California, Davis 1 15 76 Columbia University Teachers College 1 19 0 Total, Doctorate Granting Institutions 502 1,192 2,969 i

1 Total, All Institutions 502 2,582 13,806

ates, a fifth of all the masters degrees, and a tenth of all the baccalaureate degrees in geography granted in the United States between 1905 and 1970. All 39 doctoral departments granted nearly half of all masters degrees and slightly more thana fifth of all baccalaureate degrees. These statistics emphasize the fact that a large graduate program and a large undergraduate program need not be mutually exclusive.

16 i.4.: 00026 Fig. 5. Doctoral Degrees in Geography,- 1965-1970, by Institution

0 490 a 91 Some departments concentrate upon their graduate programs and neglect tinder- graduels, however, perhaps without realizing that such behavior is Asidered parasitic by some of their colleagues in other geography departments. A crude index of degree imbalance might be based on the roughly one to six (502 to 2,969) ratio between the number of doctoral and baccalaureate degrees granted by all doctoral departments: a "normal" doctoral department might be expected tocon- fer six times as many first degrees as doctorates, and the index is the number of baccalaureate degrees by which it falls short of this norm (Table 6). A desirable refinement'of the crude degree imbalance index would be some form of weighting for the undergraduate/graduate student ratio at each institution in order to adjust for variations in the size of the undergraduate student bodies from which prospective majors can be recruited.

TABLE 6. CRUDE DEGREE IMBALANCE INDEX, 1965.70

Total number of baccalaureate degrees by which spec4ied departments fell short of the national doctoral department ratio of six baccalaureate degrees for each doctorate. ' Institution Number

University of Chicago 120 Louisiana State University 100 Columbia University 83 Johns Hopkins University 70 'University of Iowa 73

Indiana University 61 Northwestern University 59 University of Florida 53 Michigan State University 52 Clark University 47 University of Nebraska 44 Pennsylvania State University 31 University of Michigan 29 Ohio State University 22 University of Illinois 21

University of Forth Carolina 19 Yale University 18, University of California, Berkeley 13 University of Kansas 11 University Of Tennessee 9

The traditional predominance of the Middle West in American geography shows up clearly in a tabulation of all Ph.D.'s in the 1970 AAGDirectory(Table 7, Fig. 6)." This list obviously is incomplete, because itis biased toward those departments which have inculcated their doctoral candidates with a desire to maintain membership in the national professional association of geographical scholars. Itwas compiled in order to cast 'light on the age structure of Ph.D.'s in geography, and should not be considered a ranking of doctoral departments, although the fifteen leading departments, as rated on the widely-publicized American Council of Filuca

"Directory(Washington: Association of American Geographers, 1970).

IT:%109028 TABLE 7.. DOCTORATES LISTED IN THE 1970 AAG DIRECTORY, BY GRANTING INSTITUTION, DATE GRANTED, AND MEDIAN AGE OF RECIPIENTS

Date Granted r Before 1945. 1950-1955-1960-1965- Median Granting Institution 194519491954195919641969Total age Clark Univerlity 37 16 22 22 21 14 132 34 University of Chicago .. 25 14 21 .9 18 14 101 31 University) of Mic,,higan 15 9 17 21 21 13 96 33 University of Wisconsin 15 2 12 15 22 24 90 32 Univerlity of Washington 2 4 12 16 19 25 78 17

Northwestern University 1 2 21 17 19 10 70 30 University of California, Berkeley 19 2 _11 13 8 14 67 33 Syracuse University 1 8 16 12 10 47 32 University of California, Los Angeles 5 7 14 21 47 33 Ohio State University 5 2 7 10 .6 1, 45 32

Columbia University 11 .2 4 7 6 12 42 35 University of Illinois - 6 11 14 11 42 32 University. of Iowa 1 1 6 5 10 17 40 32 Wversity of Nebraska 8 1 5 9 7 8 38 37 Indkia University 3 5 8 19 35 34 Louisiana State University 6 8 12 28 32 University of Minnesota 4 10 13 2.7 33 Columbia Teachers College 2 3 4 S 7 3 24 35 Michigan State University 1 , 5 18 24 30 - 1 2 3 6 12 14 37 Pennsylvania State University i 4. 7 31 Harvard University 5 5 5 1 23 University of Florida '1 3 7 11 22 32 University of North Carolina /1 2 1 2 4 9 20 33 University of Maryland 3 5 5.. 5 1 19 -38 Other U.S. and Canadaa 12 8 18 28 37 88 191 34

... Overseas 21 7 18 22 39 84 191 29 TOTAL 182 85 218 266 334 4781563 33 Ed.D.'s 2 3 6 16 13 16 56 38

aForty-seven institutions in the United States and six in Canada which have.less than fifteen doctorates listed in the Directory. op. cit., footnote 2.

tion list, have a rank order coefficient of correlation of 0.835with their positions on this list, if Clark (voted too low)and Minnesota (too high) be ignored.' Before World War IIsignificant numbers of doctorates in geography were granted by only a handful of departments: Clark, Chicago, Berkeley,Wisconsin, Michigan, Columbia, and Nebraska (Table 7). Clark, Chicago, andMichigan rapidly returned to the lists aftbr the war, and Clark has maintained an averageof about four doctorates a year, while Chicago and Michigan havehovered around three. Wisconsin and Berkeley were a bit slower to crank up, andWashington and North-

'Kenneth D. Roose and Charles J. Andersen, A Rating of Graduate Programs (Washington: American Council on Education, 1970). pp. 60-61.

19 gir.t 00029 Fig. 6. Doctorates Listed in 1970 A. A. G. Directory, by Institution western were added to the group in theearly 1950s. The ranks of major producers the of geography doctorateswerejoined by Syracuse, Ohio State, and Illinois in late 1950s, UCLA, Iowa, and Minnesota inthe early 1960s, and Indiana and Michi- gan State in the late1960s. These fifteen departments, of which ten arein the Middle West, are responsible for three-fifths ofall doctorates listed in the 1970 AAGDirectory,and for half of those grantedsince1964.. Contrary to widespread myth,..the median age(33 years) for the receipt of the doctorate has not varied greatly through time, norfrom department to department (Table7).The median age (30) of pre-1945 recipientsis a bit low because older recipients are no longer active, and it is34 or higher for the late 1940s when the veterans were back, but since 1950,when it dropped to 31, the median ageof doctoral recipients has remained within a yearof 33. Three-fifths of the doctoral departments are also within a year of the overallmedian. The most extreme groups are the callow youthswho received their doctorates outsidetheUnited States and Canada at the tender median age of 29, andthe oldsters who tottered up to receive their Ed.D.'s at the ripe old median age of 38. Geography Ph.D.'s are a relatively youngbunch. In 1970 their median age was 45 (Table 8). Only fifteen percent willhave reached the traditional retirement age of 70 by 1982, and no more than a quarterwill be eligible if the age of retirement is 65. Furthermore, the number ofPh.D.'s in the younger age cohorts will increase as still below the more doctorates aregranted, because anyone born after 1936 was median age for receipt of thedoeiorate when theDirectorywas compiled. The ink is still damp or. a lot of geographysheepskins. Thirty percent of the doctorates listed in theDirectoryhad been received within the precedingfive years, fifty-two, percent in the preceding ten, sixty-ninepercent in the preceding fifteen, andeighty- three percent in the preceding twenty..Any geographer who received his doctorate ip 1950 or earlier is a real old-timer,

TABLE 8.DOCTORATES LISTED IN THE 1970 AAGDIRECTORY, BY DATE OF BIRTH

Percentage Date of birth Number 21 1.3 1942 1945 12.3 1937 1941 191 218 13.9 19321936 17.8 1927 1931 277 247 15.8 1922 1926 13.4 1917 1921 21C 163 10.4 1912 1916 7.1 1911 111 1907 59 3.8 1902 1906 4.2 Before 1902 66 100.0 Total 1,563

MASTERS DEGREES

Between 1965 and 1970 a total of 125 geoguiphydepartments granted 2,582 masters degrees, with 424 (16.4 percent)going 'to women (Table 9, Fig. 7). The average department granted 20.6degrees, or roughly four a year. The ten largest

Mat ;4100031,- TABLE 9. GEOGRAPHY DEPARTMENTSWHICH GRANTED AT LEAST 25 MASTERS DEGREES, OR AT LEAST 5 TOWOMEN, 1965-1970

Granted to women Institution Total Number Percentage UNITED STATES 2,582 424 16 University of California, Los Angeles 81 14 17 Michigan State University 69 I 7 University of Wisconsin, Madison 24 67 19 28 Pennsylvania State University 62 University of California, Berkeley 8 13 58 13 22 University of Oklahoma 57 8 14 Arizona State University 56 6 - University of Minnesota 11 55 12 22 West Chester State College 55 Indiana University 2 4 54 7 13 St. Lows University 52 25 48 University of Illinois 48 7 Chicago State College 15 47 8 17 University of Missouri 43 8 Eastern Michigan University 19 42 5 12 University of Michigan 41 11 27 Indiana State University 41 5 Kent State University 12 41 5 12 Indiana University of Pennsylvania 41 0 University of Chicago 0 39 15 38 San Fernando Valley State College 38 4 10 University of Colorado 37 10 ,Oregon State University 27 37 3 8 Clark University 36 4 Southern Illinois University, Carbondale 11 36 3 8 University of *ashington 35 6 17 Rutgers University 34 4 Syracuse University 12 34 4 12 Memphis State University 32 10 University of Hawaii 31 32 5 16

Western Michigan University 31 3 10 Northwestern University 30 5 Miami University 17 29 5 17 Flonda State University 29 3 Oregon College of Education 10 28 5 18

Marshall University 28 3 University of Cincinnati 11 26 1 4 University of Wisconsin, Milwaukee 25 5 20 University of Tennessee 25 2 University of Nebraska in Lincoln 8 25 1 4 Catholic University 22 9 41 Columbia University 20 10 Valparaiso University 50 19 7 37 Louisiana State University 19 5 University of Alabama 26 16 5 31

22 it A iiii0032 FiOr Masters Degrees in Geography, 1965-1970, by Institution

0 91 00 8149 departments granted nearly a quarter of all masters degrees, and the twenty-eight largest granted more than half; twenty of these largest masters departments also offered the doctorate. The masters degree in geography appears to have at least three distinct roles. It does not seem to be regarded very highly or taken very seriously in many doctoral departments; it is awarded almost incidentally, as a token of progress, to students en route to the doctorate, or it serves as a consolationprize for those who won't make it. Most doctoral departments, however, havneglected the possibility of using the masters degree to deNelop a strong vocatio al program for students who are not particularly interesteill an academic career. The masters is tl,graccih more seriously in departments where it is the terminal degi-Po. Succ u uate programs in such departments commonly have a strong professional or vocational emphasis which prepares students for immediate employment in education, planning, or government. The graduates of such programs may have considerable difficulty if they wish to continue graduate work, however, because many doctoral departments are reluctant to accept entering graduate students who already have a masters degree, in part because they take their own masters degrees so lightly, and in part because sad experience has taught them that such people often have to be "diseducated." Some of the smaller masters degree programs appear to function primarily as departmental status symbols. Despite the disadvantages associated with the masters degree, the number of geography departments which offered it increased at a more rapid rate (44 percent) between 1965 and 1970 than the number which offered either the baccalaureate (31 percent) or the doctorate (22 percent). Although the suggestion will not be very popular, perhaps those geography departments which confer less than four masters degrees a year should give serious thought to the possibility of eliminating their graduate programs and concentrating their resources on undergraduate instruction and on faculty research.

CAREER PREFERENCES OF-GRADUATE STUDENTS

An earnest effort was made to get a copy of the graduate student questionnaire into the hands of every graduate student in residence in the spring of 1971 (Appen- dix B). Completed forms were received from 1,228 students, of whom 803 aspired to the Ph.D. and 425 expected to be satisfied with a masters degree." These students probably represent more than half but less than two-tturds of geography graduate students in residence at that time. The doctoral candidates desire academic careers (Table 10). Two-thirds checked university teaching as their first choice and college teaching second, although ten percent did not even bother to indicate a second choice. One-fifth reversed the order, placing college teaching first and university teaching second; junior college teaching was the handsdown third choice. There simply will not be enough academic jobs for all the doctoral candidates who desire them, however, and it is rather%frightening to discover that these candidates do not seela to have a very high opinion of nonacademic careers. Federal employment, which apnea's to have been the least distasteful, was the first choice of only 4 percent, second choice of 12

"Steven K. Pontius performed the tiresome tedious thankless task of tabulating the returned questionraires, and this section islargely the result of his labors, for which I am exceedingly grateful.

24 percent, and third choice of 14 percent: Itseems quite clear that many people with doctorates are going to wind up working forFederal agencies, private industry,or state and local government agencies, despite the factthat these three types of employment were listed among the first threechoices of only 30, 17, and 16 percent of the students, respectively: Junior college teaching was the firstcareer choice of one-fifth of the masters candidates, and almost half anticipated jobsin government or industry, but 18 percent were unrealistic enough to hope forjobs in the overcrowded college/ university market. The surplus of Ph.DA in thecollege market presumably will push some of them into the junior collegemarket, and people with onlya masters degree may well be pushed elsewhere, althoughonly 48 percent included Federal employment among their first threecareer choices, 41 percent included state and local government, and 39 percent included privateindustry.

TABLE 10. FIRST CAREER CHOICE OFGRADUATE STUDENTS IN RESIDENCE, SPRING 1971, BY DEGREEANTICIPATED

Number Percentage Career choice Doctorate Masters Doctorate Masters University teaching 539 28 67 7 College teaching 144 48 18 11 Junior college 15 81 2 Elementary/secondary 19 6 48 11 Federal gcivernment 35 71 4 Local government 17 14 62 2 14 Private industry 21 54 Other or undecided 3 13 29 33 4 8 Total 803 425 10° 100

The greatest numbers of doctoral candidates feel bestqualified to teach human/ cultural geography or urban geography, withlandforms/geomorphology and economic geography as rather weak seconds, and nearlyeverything else as an also-ran (Table 11). If the standard course titlesare grouped into the five broad "interest clusters" of contemporary geography, however,urban/economic/quantitative geography, physical geography, and cultural/historical geographyeach claims the primary interest of about a quarter of the doctoral candidates, but regionalgeography claims less than ten percent, and cartography less than five. The topical specialties of geography graduate studentsare just as diverse as the field itself (Table 12). Urban, cultural, andeconomic lead the pack, but masters candidates have rather less interest than doctoral candidatesin specialties such as historical, population, and political geography, whichare primarily oriented toward the classroom, and they tend more toward suchpractical and applied specialties as urban planning, regional planning, and cartography,which makes their lack of interest in quantitative techniques and electronic dataprocessing somewhat surpris- ing. A query about the geographic area specialties ofgraduate students seems to have been a waste of paper, because regional specializationappears to have become unfashionable in contemporary geography. Ageneration ago every geographer was

25 t 410035 regional expected to have a regional specialtyand a topical specialty, but today the much with specialist is an area studies man whodoes not concern-himself overly interested in any particular topicalspecialty, and many topical specialists are not in geography did any particular region.Eleven percent of the doctoral candidates regional interest. Roughly a fifthchecked North not bother to check a single first America or Anglo-America, and anotherfifth checked the United States, as followed choice (Table 13). Latin America wasthe most popular overseas region, students by Asia, Europe, and Africa, butthree-fifths of the geogritphy graduate disclaimed interest in any area outside their owncontinent.

/TABLE 11. FIRST TEACHR4G PREFERENCE OFDOCTORAL STUDENTS IN RESIDENCE, ,1971

Teaching preference Number Percentage Physical geography 33 4 1 Landforms/geomorphology I 74 9.2 Climatology/meteorology 30 3.7 Biogeography /soils 21 2.6 44' 5.5 Conservation 25.1 Subtotal 14.3 Urban geography 115 ...r .Economic geography 73 9.1 Quantitative techniques 24 3.0 Subtotal 26.4 r Human/cultural geography 132 16.4 Historical geography 35 4.4 Political geography 30 3.7 Subtotal 24.5 Latin America 28 3.5 North America 16 2.0 World regional geography 13 1.6 - 4 0.5 Europe 7.6 Subtotal 1 27 3.4 3.4 Cartography 13.0 Other 103 13.0 802 100.00. Total

TEACHING JOBS

The departmental questionnaire wasdesigned to obtain information from chair- designed men about their r.tzffingplans, and the graduate student questionnaire was to elicit information abouttheir qualifications. Returns from abouthalf of the geography departments and half to two-thirds ofthe graduate students in residence in the spring of 1971 present a veryincomplete quantitative picture of a complex job market, and provide no informationwhatsoever about the quality of the jobs or the quality of the people who will be applyingfor them. Furthermore, the data are more than a year and ahalf out of date, but they seem worth presentinghere because they are better than anythingelse that is available, despite their manifest imperfections.

26 TABLE 12. FIRST AND SECOND CfIOICES OF TOPICAL SPECIALITIES BY GRADUATE STUDENTS IN RESIDENCE, 1971

I .

Doctoral candidates Masters candidates

Topical specialty Number Percentage Number Percentage Total number 1,500 100.0 73,2 100.0 Urban geography 154 ' 10.3 62 8.5 Cultural geography 141 9.4 51 7.0 Economic geography 121 8.1 4? 6.4 32 4.4 Geomorphology 82 5.5 -. Historical geography 67 4.5 20 2.7 Physical geography . 66 4.4 46 6.3 Conservation 61 4.1 29 4.0 Quantitative techniques 58 3.9 5 0.7 Political geography 48 ' 3.2 11 1.5 Population geography 47 3.1 11 1.5 Climatology 46 3.1 26 3.6 Agricultural geography 38 2.5 14 1.9 Transportation geography 37 2.5 19 2.6 Electronic data processing 33 2 2 5 0.7 Urban planning 31 2.1 40 5.5 Recreational geography 26 1.7 21 2.9 General cartography 25 1.7 19 2.6 Resource geography 23 1.5 16 2.2 Regional geography 22 1.5 23 3.1 Anthropogeography 21 1.4 7 1.0 Regional planning 21 1 4 38 5.4

TABLE 13. FIRST CHOICE OF REGIONAL SPECIALTY BY GRADUATE STUDENTS, 1971

Doctoral candidates Masters candidates

Region Number Percentage Number Percentage None 90 11.2 49 11.5 World 47 5.8 43 10.1 North America 72 9.0 24 5.7 Anglo-America 83 10.3 33 7.8 Canada 48 6.0 52 12.2 United States 148 18.4 109 25.6 Latin America 98 12.3 17 4.0 Europe 61 7.6 37 8.7 Asia 71 8.8 16 3.8 Africa 45 5.6 22 5.2 Other 40 5.0 23 5.4 Total 803 100.0 425 100.0

27 k/f;00037,0

ti Fall staff appointments for 1971 and 1972 have been broken down by teaching specialties using, insofar as possible, the titles used by chairmen in describingthem (Tables 14 and 15). Fractional listings are explained by the fact thata job involving two specialties was split into halves, and one involving three into thirds, butno job was quartered. Departments were categorized in terms of their highest degree offered as doctoral, masters, undergraduate, or two-year, and the Canadiandepart- ments are listed separately.

/ TABLE 1 TEACHING SPECIALTIES OF NEW GEOGRAPHY .DEPA 4 T FACULTY MEMBERS, FALL 1971, B TYPE OF DEPARTMENT

Type of Deinstmenta Teaching specialty '4%13 M U T C Total Total number of jobs 36.00 59.00 72.00 7.00 27.00 201.00 Near doctorate 2.00 4.00 6.00 Masters degree 2.00 Head of department 2.00 1.00 1.00 General/Introductory 1.00 1.00 World regional 0.33 4.50 4.83 Physical 3.50 4.33 6.33 0.50 14.67 Landforms/Geomorphology 1.83 1.00 1.50 4.33 Climatology/Meteorology 2.50 3.50 2.17 5.50 13.67 Biogeography/Ecology/Soils 4.50 2.00 0.83 3.00 10.33 Conservation/Resources 2.00 1.17 3.00 0.50 2.33 9.00 Perception 0.33 1.00 0.50 1.83 Economic 4.33 5.33 5.83 2.00 17.50 Transportation 0.50 0.50 1.67 0.50 3.17 Urban 3.33 5.00 7.83 3.33 19.50 Human/Cultural/Social 5.33 3.50 4.33 1.00 1.50 15.67 Population 1.83 1.67 1.00 4.50 Historical 2.83 0.50 2.50 1.00 6.83 Political 3.33 1.67 5.00 Recreation 0.33 2.00 2.33 History and philosophy 0.67 0.67 Education 1.00 2.00 3.00 Cartography 3.50 2.83 0 50 6.83 Air photo 1.50 1.50 Remote sensing 0.50 1.50 1.17 0.50 3.67 Quantitative 1.33 3.17 4.17 1.50 10.17 Field methods 0.33 1.00 1.33 Latin Amdnca 2.50 4.83 5 83 13.17 South and East Asia 0.50 4.83 2.50 0.50 8.33 Africa 2 50 1.50 4.00 Europe 0.33 1.33 0.67 s 2.33 USSR 1.00 1.00 North America 1.00 0.50 0.33 1.83

aD = doctoral department, M ,-- masters department, U = undergraduate department,T = two-year department, C = Canadian department

28 fal .00036 TABLE 15. TEACHING SPECIALTIES DESIRED WHEN APPOINTING NEW GEOGRAPHY FACULTY MEMBERS, FALL 1972, BY TYPE OF DEPARTMENTa

Type of Departmentb

Teaching specialty D M U T C Total Total number of jobs 18 00 36 00 57.00 9 00 11.00 131.00

Near doctorate 1.00 1.00 2.00

General/Introductory 2.00. 2.00 World regional 0 50 0 50 i.00 15.83 Physical 4 83 7.67 3.33 Landforms/Geomorphology 1.00 2.00 3.00 Climatology/Meteorology 150 2.50 1.00 5.00 Biogeography/Ecology/Soils 2.00 3 00 2.00 7.00 Conservation/Resources 3.00 133 4.00 0.50 8.83 Perception 0.50 0.50 1.00 2.00

Economic 3.17 4.17. 5.00 100 1.50 14.83 Transportatfm 1.50 1.50 1.00 4.00 18.83 Urban 4 17 4 00 10.67

Human/Cultural 2.00 1.83 2.50 1.00 1.00 8.33 Population 0.33 0.50 0.83

History and philosophy 0.83 0.83 Education 0.50 0 50 1.83 2.83 4.67 Cartography 2 00 i.67 1.00 Air photo 1.00 1.83 2.83 2.33 Remote sensing 1.00 1.33 13.17 Quantitative 1.17 4.67 6.33 1.00 Field methods 0.33 0.50 0.83

Latin America 1.50 1.00 0.33 2.83 South and East Asia 0.33 2.33 0.33 3.00 2.00 Africa 1.00 1.00 0.67 Europe 0.67 1.00 USSR 0.33 0.67 North America 0.50 0.50

aBased upon questior naires returned in the spring of 1971. bD= doctoral department, M = masters department,U = undergraduate department, T = two-year department, C = Canadian department.

The job lists for 1971 and 1972 differ significantly, which should be fair warning against attaching any great importance to either one ofthem, and a detailed specialty-by-specialty comparison of numbers of jobs and numbers of graduate students, although intriguing, probably is not worth the paperthat would be required, but nobody is going to stop you from doing It yourselfif you consider it worthwhile. Perhaps a word is in order, however, about the manner inwhich br4ad "interest cluster" categories in geography have changed since1966. Physical geography has risen from about 25 to 30' percent of the total job market,mainly because of increased emphasis on biogeography, ecology, and resource manage- ment. The urban/economic/quantitative cluster rose from25 to 35 percent, the

29 O939 cultural/historical cluster remained around 15,the cartography/air photo/remote sensing cluster stayed just under 10, and demandsfor geographers with specific regional interests dropped from 25 percentto 10 percent.

BACCALAUREATES

Between 1 July 1965 and 30 June 1970a total of 304 geography department's granted 13,806 baccalaurete degrees, of which2,939 (21.2 percent) were granted to women (Table 16). The \umber of granting departmentswas only 31 percent larger than in the preceding fi e-year period,'butthe number of degrees granted had increased by 131 percent.The average department granted 45.4 degrees,or about nine a year. \ The center of gravity of undergraduate geographyin the United States seems to be shifting toward the West Coact, which had thesix largest undergraduate departments in the nation (Fig. 8). The state of California aloneaccounted for 17.7 percent of all, undergraduate degrees in geography, and Washingtonand Oregon raised the West Coast total to 23.1 percent. In theEast four big states (Wisconsin, Pennsylvania, IlliKlois, and Michigan) accountedfor another 26.1 percent, leaving only half of the total for the other forty-three. The departmental questionnaire asked chairmenfor information about the career plans of their 1971 graduates (Appendix A). The responses indicate thatonly the highest degree it offers seems to be takenvery seriously by a department. despite lip service to the contrary. A few departmentshave demonstrated superbly well that it is possible to take a keen interest in all studentsand to treat them all, at whatever degree level, as individuals, butmost doctoral department chairmen do not seem particularly interested even in the numbers ofwarm bodies in their masters and undergraduate progams, terminal masters department chairmenhave remarkably hazy information about their undergraduates,and only the chairmen of nongraduate departments seem to knowor care much about the numbers and interests of the people who are working toward baccalaureatedegrees. Working with the section of the departmentalquestionnaire dealing with the career plans of June and August 1971 graduates was a bit like playing the oldgame of ten little Indians. Questionnaires were mailedto 368 departments in the United States and 18 in Canada, but only half (186 and 16)were returned. Thirty-seven chairmen said that their departments do not grant baccalaureatedegrees in geography, so then there were 165. Thirty of thesewere completely useless because the chairman was unable or unwilling to read, understand, and comply withsimple instructions, or because he was woefully ignorant of thecareer plans of his undergraduate majors, or both. One helpful chairman, for example,replied that "many," "probably several," and "probably none" of his graduates wouldseek specific careers, and then waxed expansive and wrote "Armed Forces, marriage, travel, return to homemaking, airlines, et. al." when he came to the "others"category. Many of the more quantitatively oriented chairmen noted that theirfigures were only highly subjective estimates or very crude guesses. The 135 departments which returned moreor less useful questionnaires probably granted about a third of all baccalaureate degrees in geographybetween 1965 and 1970. Although the actual numbers presumablyare not very meaningful, a percentage breakdown by broad categories reveals in broad outline the kindsof careers anticipated by students majoring in geography in the spring of 1971. Rough- ly two-fifths expected to become school teachers,a quarter planned to go on to

30 TABLE 16. GEOCPSAPHY DEPARTMENTS WHICH GRANTED MORE THAN ONE HUNDRED BACCALAUREATE DEGREES, 1965-1970

Granted to women

Institution Total Number Percentage

UNITED STATES 13,806 2,939 21

University of California, ;.4Angeles 339 157 47 California State College, Lung Beach 305 I 19 39 San Fernando Valley State College 293 63 21 University of Washington 247 86 35 San Francisco State College 223 85 38

California State College, Los Angeles 216 81 37 E. Carolina University 212 13 6 4,,Iniversity of Minnesota, Minneapolis 88 23 12 SUNY at Buffalo 84 21 11 W. Michigan University 77 55 31

University of Wisconsin, Madison 68 33 . 20 Eastern Michigan University 58 18 12 University.of Georgia 57 27 17 Indiana Umversity. of Pennsylvania 57 '', 21 13 California State College, Fullerton 44 58 40

University of California, Berkeley 43 72 50 Mankato State College 31 8 6 Fresno State College 30 21 17 East Tennessee State University 29 15 12 Southern Illinois University, Carbondale 29 7 5

Illinois State University 25 21 17 Chico State College 25 17 14 Michigan State Uni,ty 20 20 17 St. Louis University 19 66 55 University of Maryland 1,8 20 17

Wisconsin State University, dshkosh 16 10 '? Morehead State University 15 5 5 Dartmouth College 15 0 0 Wisconsin State University, Whitewater I I 13 12 Central Washington State College 10 15 14

Clarion State College 09 8 'T St Cloud State College 08 16 , 15 Middlebury College 06 42 39 University of Wisconsin, Milwaukee 04 8 8 Western Washington State College 03 21 20

San Jose State College J.02 24 24 Eastern Kentucky University 102 12 12 Brigham Young University 102 7 7

graduate school, a sixth expected to seek government employment, and a tenth hoped to find jobs in private industry (Table 17). The largest department's had a higher percentage of students who expected to become school teachers and a smaller percentage of prospective graduate students. Females, especially in the larger departments, weree- ihelmingly oriented tdward school teaching, and only a small fraction planned to to graduate school.

31 Fig. 8. Baccalaureate Degrees in Geography, 1965-1970, by Institution

0 8149 a1 TABLE 17. PERCENTAGE OF JUNE AND AUGUST 1971 BACCALAUREATE RECIPIENTS WHO PLAN CAREERS SPECIFIED, BY SIZE OF DEPARTMENT

Size of Departmenta

Career anticipated Total ALL GRADUATES

Total 100 100 100 100 100 Elementary/secondary teaching 54 38 43 39 42 Graduate school 18 25 23 25 23 Private industry 9 9 8 9 9 Federal agencies 4 6 9 8 7 State/local agencies 5 II 7 II 9 Other, undecided, unknown 10 II 10 8 10 MALES

Total 100 100 100 100 100 Elementary/secondary teaching 41 33 33 37 35 Graduate school 21 27 27 27 26 Private industry II 9 II 10 10 Federal agencies 5 7 II 8 9 State /Ibcal agencies 8 II 8 10 9 Other, undecided, unknown 14 13 10 8 11 FEMALES Total 100 100 100 100 100 Elementary/secondary teaching 84 51 69 47 63 Graduate school 10 19 12 18 15 Private industry 4 8 2 5 5 Federal agencies 1 4 4 9c-i 4 State/local agencies 0 II 3 12 6 Other, undecided, unknown 1 7 10 9 7

a L = large departments which conferred 125 or more baccalaureate degrees between 1965-66 and 1969-76, M = medium departments which conferred 50 to 124 degrees, S = small departments which conferred less than 50 degrees, and C = Canadian departments

WHERE ARE THE WOMEN9

The paucity of prospective graduate students among female undergraduate majors is a reminder that gcography departments in the United States have not been very successful in recruiting females. The performance at the dui-toral level betwecn 1965 and 1970 was pathetic: only 21 of 502 doctorates (4.2 percent) went to women. It was a bit better at the masters level, 424 9f 2,582 for 16.2 percent, but only 31 of the 125 masters departments averaged as high as one masters degree a year to a woman over the five-year period (Table 9). At the baccalaureate level, 2,939 of i3,806 degrees (21.3 percent) weni to women, mainly because of California. The state's geography departments granted 17.7 percent of the nation's baccalaureate degrees between 1965 and 1970, but 28.8 percent of all those which went to women. During this period 38 departments granted more than one hundred first degrees; California had 8 of the 12 which

t S-10111)11)413 granted more than twenty percent to women, but only 2 of the 26 which fell below the national norm (Table 16). Apparently anyone who wishes to -ecruit more females into geography must look to the Golden State for guidance. The list of geography departments which granted women at least ten baccalaureate degrees, and which granted at least 21 percent of their baccalaureate degrees to women, might be considered a kind of feminists's honor roll of smaller geog -, raphy departmenis (Table 18). Apart from their success in recruiting females, thee departments seem to have nothing in common; some are in major metropolitan centers, but some are in small towns; some are in large state universities, but some are in small colleges; and some, but by no means all, are in predominantly female institutions.

TABLE 18. DEPARTMENTS WHICH GRANTED WOW AT LEAST TWENTY-ONE PERCENT AND ,Alf LEAST TEN OF THEIR BACCALAUREATE DEGREES, 1965-1970

Gtanted to women

Institution Total Number Percentage

Central Michigan University , 97 26 27 University of Illinois, Chicago Circle 93 26 28 University of California. Santa Barbara 92 23 25 Valparaiso University 86 25 29 Boston State College 84 39 47

University of Teicas 83 49 59 University of Colorado 81 25 31 CUNY Hunter College BO 54 67 University of California. Davis 76 40 52 Georgia State University 70 39 56

University of Michigan 67 26 39 Wayne State University 67 22 33 University of Illinois, Urbana 63 22 35 Chicago State College 63 17 27

Clark University 57 23 40 University of Miami 54 12 22 Miami University 50 13 26 University of Oklahoma 49 15 31 Sonoma State College 47 11 23

De Paul University 46 16 35 Boston University 43 11 27 Stephen F. Austin State University 41 10 24 Auburn University 37 14 38 University of Cantornia, Riverside 37 14 38

University of Denver 36 12 33 Sacramento Stmt. College 35 14 40 University of Vermont '14 16 47 Northeastern Illinois State College 33 13 39 Macalester College 28 13 46

Briarcliff College 26 26 100 Mazy Washmgton College 25 25 100 Vassar College 17 17 100 Longwood College 13 13 100 Mount Holyoke College 13 13 100

34 400044 Name of your institution

CAPEER PLANS OF JUNE AND AUGUST 1971 GRADUATES MALE FEMALE

TOTAL NUMBER OF GRADUATES

Teach in elementary/secondary school

Enter graduate school ....___

Work in private industry

Work for Federal agencies

Work for state/local government agencies

Other

TEACHING SPECIALTIES OF NEW APPOINTEES, FALL 1971 (None )

N R

TEACHING SPECIALTIES OF ANTIPICATED APPOINTMENTS, FALL 1972 (None )

3) YES NO Are more applicants with doctorates available this year?

Have you tightened up in requiring the doctorate for new appointments this year"

Would you appoint an applicant with a non - research doctorate9 o

Please return to GEOGRAPHIC MANPOWER SURVEY Department of Geography University of Minnesota Minneapolis, Mn , 55455

APPENDIX A

35 ittl'"rtbo45 Dear Graduate Student:, This questionnaire is part of an attempt to update the report on geographic manpower which was published by the Commission on College Geography in 1966. Plehse complete it carefully and return it to the departmental office.

Please circle the highest degree to which you aspire: MA/MS ABD PhD

In what year do you expect to receive this degree?

Using the number "1" for your first choice, "2" for your second, and so on, please indicate the kind of career you would prefer:

Elementary/secondary teaching - Federal government

Junior/community college teaching State/local government

College teaching Private industry

University teaching and research

Other (please specify)

In what year do you expect to enter this caieee

Please place AAG Specialty and Geographic Area Code Numbers from left to right in the blanks below to indicate the specialties and areas in which you are (or expectto be) most competent. (A list of these Code Numbers may be consulted in the departmental office, they are printed on page vi of the 1970 AAG Directory.)

Specialty Geographic Area

Listed below are the titles of courses most commonly taught in geography departments in the United States and Canada. Using the number "1" for your first choice, "2" for your second, and so forth, please indicate your areas of greatest teaching interest and preference.,

World regional geography Political geography North America

Human/cultural geography _ Economic geography Conservation

Landforms/geomorphology _ Physical geography - Cartography

Climatology/meteorology - Biogeography/soils - Europe

Quantitative techniques - Urban geography

Historical geography _ Latin America

Other (please specify) ,

Please check the box to indicate your sex:, Male Female 0

Name of your institution.

APPENDIX B

36 ,1(19046 Resource Papers

1. Theories of Urban Location, B.J.L. Berry, 1968 2. Air pollution, R.A. Bryson, J.E. Kutzbach, 1968 3. Perpectives on Geomorphic Processes, G.H. Dury, 1969 4.. Spatial Diffusion, P.R. Gould, 1969 5. Perception of Environment, T.F. Saarinen, 1969 6. Social Processes in the City: Race and Urban Residential Choice, H.M. Rose, 1969 7. The Spatial Expression of Urban Growth, H.M. Mayer, 1969 8.. The Political Organization of Space, E.W. Soja, 1971 9. An Introduction to Spatial Allocation Analysis, A.J. Scott, 1971 10. Man and Nature, Yi-Fu Tuan, 1971 11. Tropospheric Waves, Jet Streams, and United States Weather Patterns, J.R. Harman, 1971 12. The Spatial Structure of Administrative Systems, B.H. Massam, 1972 13. Residential Mobility in the City, E.G. Moore, 1972 14. The Periglacial Environment, Permafrost, and Man, L.W. Price, 1972 15. Conservation, Equilibrium, and Feedback Applied to Atmospheric and Fluvial Processes, J.N. Rayner, 1972 16. Metropolitan Neighborhoods: Participation and Conflict Over Change, J., Wolpert, A. Mumphrey, J. Seley, 1972 17. Computer Cartography, T.K. Peuckei, 1972 18. Society, The City, and The Space- Econotnv of Urbanism, D. Harvey, 1972 19. Thematic Cartography, P. Muehrcke, 1972 20. Man and Environment, K. Hewitt, F.K. Hare, 1973

Technical Papers

1. Field Training in Geography, K.E. Cory, A.D. Hill,.J.F., Hart, N.E. Salisbury, P.F. Lewis, 1968 2. Computer Assisted Instruction in Geography, R.E. Fluke,o. Fielding, K.W. Rumage, editors, 1969 3. Evaluating Geography Courses: A Model with Illustrative Applications, J.T. Hastings, J.L. Wardrop, D. Cooler, 1970 4. Living Maps of the Field Plotter, R.E. Nunley, 1971 5. Simulation of the Urban Environment B.M., Kibel, 1972 6. Computerized Instruction in Undergraduate Geography, G.J. Fielding, K.W. Rumage, editors, 1972 7.- The Interface as a Working Environment. A Purpose Ibr Physical Geography, D.B. Carter, T.H. Schmudde, D.M. Sharpe, 1972 8. LAND USE. A Computer Program for Laboratory Use in Economic Geography Courses, D.F. Marble, B.M. Anderson, 1972 9. A Bibliography of Statistical Applications in Geography, B. Greer-Wootten, 1972 10. Multidimensional Scaling Review and Geographical Applications, R.G. Gol- ledge, G., Rushton:1972

00047